Nemeth in a Box: Unpacking Tools to Build Success in Math for Students with Visual Impairments

Students with visual impairments can be successful in math learning if they are provided with accessible materials, appropriate accommodations, and knowledgeable teachers. Four teachers of students with visual impairment designed a set of activities to build middle school students' knowledge of the braille code while engaging in math activities. The activities are described, and the authors provide strategies for successfully including students in general education math classes.&nbsp

Evaluation of the Effectiveness of a Tablet Computer Application (App) in Helping Students with Visual Impairments Solve Mathematics Problems

Introduction: The authors examined a tablet computer application (iPad app) for its effectiveness in helping students studying prealgebra to solve mathematical word problems. Methods: Forty-three visually impaired students (that is, those who are blind or have low vision) completed eight alternating mathematics units presented using their traditional literacy medium or an iPad app. Twenty percent of the mathematics problems included graphics such as maps, line graphs, and bar graphs. During each session, teachers of visually impaired students rated the amount of support they provided for students and the student motivation. Results: Students answered more mathematics problems correctly when using the iPad app and, overall, teachers reported that their students were more motivated with the app than with their traditional literacy medium. Students often used the hints provided in the app when they did not solve a problem correctly the first time. Discussion: Visually impaired students and their teachers found the app and graphics to be easy to use and motivating. The built-in Scratch pad was used by almost all students who were print users. Implications for practitioners: The study results contribute to the growing body of knowledge about the potential value of tablet-type devices for use by visually impaired students.U.S. Department of Education, Institute of Education Sciences [R324A120006]This item from the UA Faculty Publications collection is made available by the University of Arizona with support from the University of Arizona Libraries. If you have questions, please contact us at [email protected]

Supporting Elementary School Students with Visual Impairments in Science Classes

This item from the UA Faculty Publications collection is made available by the University of Arizona with support from the University of Arizona Libraries. If you have questions, please contact us at [email protected]

Dynamic Causal Models for phase coupling

This paper presents an extension of the Dynamic Causal Modelling (DCM) framework to the analysis of phase-coupled data. A weakly coupled oscillator approach is used to describe dynamic phase changes in a network of oscillators. The use of Bayesian model comparison allows one to infer the mechanisms underlying synchronization processes in the brain. For example, whether activity is driven by master-slave versus mutual entrainment mechanisms. Results are presented on synthetic data from physiological models and on MEG data from a study of visual working memory